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MASTER SYLLABUS

Master Syllabus

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Administrative Unit: Education Department
Course Prefix and Number: EDUC 302
Course Title: Teaching Skills
Number of:
Credit Hours 3
Lecture Hours 3
Lab Hours 0
Catalog Description:

The study of teaching multiple content areas. Students describe, analyze, and critique the content areas of elementary school health, physical education, science and social studies. In each of the content areas, students develop and present micro-teaching lessons, evaluations, and learning centers. Includes field experience of 15 hours. Students must complete the Field Experience Application at least one semester prior to taking this course. $30 lab fee. Prerequisites: EDUC 102 and EDUC 300, or EDUC 505;  and admission to the Teacher Certification Program.

 
Prerequisite(s) / Corequisite(s):

EDUC 102 and 300, or EDUC 505; and admission to the Teacher Certification Program.

 
Course Rotation for Day Program: Offered Spring.
 
Text(s): Most current editions of the following:

A Guide to Observation, Participation, & Reflection in the Classroom
By Reed, Arthea & Bergemann, Verna (Brown & Benchmark Publishers)
Recommended
Teaching Children Physical Education: Becoming a Master Teacher
By Graham, George (Human Kinetics)
Recommended
Dynamic Social Studies for Constructivist Classrooms
By Maxim, George W. (Prentice Hall)
Recommended
Teaching Children About Health: A Multidisciplinary Approach
By Winstein, E. & Rosen, E. (Thompson & Wadsworth)
Recommended
Elementary Science Methods: A Constructivist Approach
By Martin, D. (Thompson & Wadsworth)
Recommended
 
Course Objectives
  • To describe, analyze and critique the curriculum for content areas of science, social studies, health and physical education.
  • To evaluate the curriculum as influenced by historical and current trends to promote intelligent decisions in the future.
  • To design learning experiences for science, social studies, health and physical education based on theory and best practice.
  • To research the relationships between cognitive learning theory, moral development theory, social learning theory and physical development as related to curriculum for science, social studies, health and physical education.
  • To observe the place of content mastery in competent instruction.
  • To observe elements of an effective lesson plan and the effects of planning instruciton.
  • to observe various methods, strategies and techniques employed in meeting the needs of the content and the students.
  • To observe the use of tehory of learning and child development to teh evaluation of instruciton planning.
  • To construct and deliver lesson plans that demonstrate subject matter competence, multiple strategies to meet student needs, the effective use of media and other technologies, and opportunities adapted to diverse learners.
  • To observe the theories of motivation and classroom management to the evaluation of a period of classroom time and the management of time, space, transitions and activities.
  • To record and reflect upon the philosophies of classroom teachers and special teachers as they relate to children with special needs.
  • To demonstrate effective verbal and non-verbal communication in working with students, colleagues, and supervisors.
  • To reflect upon the standards of pre-service teachers and the level of mastery achieved on them.
  • To demonstrate competence in documenting personal development and competencies within the teaching profession.
 
Measurable Learning Outcomes:
  •  
  • Develop lesson plans that illustrate appropriate instructional techniques for teaching science, social studies, health and physical education content.
  • Present lesson segments that illustrate various steps in the instructional process including anticipator set, demonstration, higher order questioning and inquiry.
  • Evaluate instructional presentations, both personal and those of peers, applying the criteria for effective instruction.
  • Provide feedback, using theory and references, on the positive aspects of presentation specific areas for growth.
  • Write a paper relating learning theory to the Missouri Curriculum frameworks in light of the findings.
  • Analyze and reflect upon the place of content mastery in competent instruction.
  • Analyze and reflect upon the element of an effective lesson plan and the effects of planning instruction.
  • Analyze and reflect upon the various methods, strategies, technologies and techniques that are employed in meeting the needs of the content and the students, includiong students with special needs.
  • Apply theories of learning and child development to the evaluation of instruction planning.
  • Evaluate and analyze the construction of lesson plans that demonstrate subject matter competence, multiple strategies to meet student needs, the effective use of media and other technologies, and opportunities adapted to diverse learners.
  • Apply theories of motivation and classroom management to the evaluation of a period of classroom time and the management of time, space, transitions, and activities.
  • Record and reflect upon the philosophies of classroom teachers and special teachers as they relate to children with special needs.
  • Analyze effective verbal and non-verbal communication in working with students, colleagues, and supervisors.
  • Evaluate, analyze, and reflect upon the standards of pre-service teachers and the level of mastery achieved on them.
  • Critically reflect on the personal development and competencies within the teaching profession.
     
 
Topical Outline:

An education technology application is required.

  • Domains and taxonomies
  • How to write lesson plans
  • National Standards and Missouri Show-Me Standards for Science
  • Using themes and constructing units
  • Integrating science, social studies, and health and physical education across the curriculum
  • Ages and stages for working with science
  • Expanding horizons and strands in social studies
  • Asking factual recall, probing and higher order questions
  • Anticipatory set
  • Conducting demonstrations
  • Evaluating textbooks
  • Becoming a reflective teacher
  • Overview of field experience
  • Observation participation
  • Performance based teacher evaluation
  • Lesson content and resources
  • Observation/reflection
  • Teacher observation review
  • Management theories and practice
  • Critical reflection
  • MOSTEP standards and portfolio construction
 

Recommended maximum class size for this course: 20

 
Library Resources:

Online databases are available at http://www.ccis.edu/offices/library/index.asp. You may access them from off-campus using your CougarTrack login and password when prompted.

 
Prepared by: Paul Hanna Date: December 15, 2010
NOTE: The intention of this master course syllabus is to provide an outline of the contents of this course, as specified by the faculty of Columbia College, regardless of who teaches the course, when it is taught, or where it is taught. Faculty members teaching this course for Columbia College are expected to facilitate learning pursuant to the course objectives and cover the subjects listed in the topical outline. However, instructors are also encouraged to cover additional topics of interest so long as those topics are relevant to the course's subject. The master syllabus is, therefore, prescriptive in nature but also allows for a diversity of individual approaches to course material.

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12/04